Find here the teacher aide pay equity Work Matrix which sets out the most common skills, responsibilities and demands that apply to teacher aides for each of the grades.
Level of compliance
Education workforce employees and employers
Principals and Tumuaki
This matrix was used during the investigation into the now settled teacher aide pay equity claim.
What is the Work Matrix?
To create a fair pay equity rate, we needed to understand the work teacher aides do.
When the Ministry of Education, NZSTA and NZEI Te Riu Roa investigated the teacher aide pay equity claim, we gathered information about teacher aide work, and created the Work Matrix.
Download our guide for understanding and using the work matrix [PDF, 512 KB].
(Video) Meeting the Pay Equity Challenge
This matrix has four grades (A, B, C, D) showing the most common skills, responsibilities and demands that fall under three broad areas of teacher aide work:
General support (classroom/academic)
Additional support (e.g. behavioural, high health or pastoral)
Te Ao Māori - acknowledging the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand, all students should have the opportunity to acquire knowledge of te reo Māori me ōna tikanga.
The Work Matrix sets out the most common skills, responsibilities and demands that apply to teacher aides for each of the grades. The grade you are on will indicate which pay rate you are on. Find the new equity pay rates here.
Follows structured programmes, lesson plans and activities
Works with students under teacher supervision on a set variety of standardisedand specified tasks e.g. Early Words, SRA reading programme.
Assists students to stay on task.
Monitors and observes students and actsto build trusting relationships with studentsand colleagues.
Responsible for own work under regularsupervision although may show others howto perform tasks as part of their orientation.
Collaborates with others in their team.
Prepares resources required by the class e.g.photocopying, laminating, paint preparation.
Respects and accommodates language,heritage and cultures in a multi-culturalenvironment.
Supports learner's well-being, health and safety
Primary responsibility of the role is thehealth and safety of a student/s and mayperform simple tasks related to feeding,personal hygiene and/or monitoring andobserving these students inside or outsidethe classroom.
Requires some familiarity and ability tofunction on an informal basis in a Māoricultural context AND/OR
Respects, accommodates and has some basicknowledge of Māori language/pronunciation,culture, beliefs, values and heritage and aninterest and commitment to further developtheir reo.
Core skills will include: listening, patience, empathy, encouraging and resilience.
Te Ao Māori
Follows structured programmes but can make minor adaption and creates activities
Works with individual students and small groups delivering a range of subjects and topics OR works more in depth in a single or limited range of subjects.
Will make minor adaptions to lesson plans and resources to ensure learning objectives are achieved and in response to individual student needs.
Designs activities to supplement programmes.
Supports inclusion in school and amongst peers and takes appropriate action to support students’ wellbeing.
Has more day to day independence although will have regular conversations with colleagues.
Has occasional supervisory responsibility for other employees, parent help or volunteers.
Uses a language other than English in daily conversations to provide assistance or respond to needs.
Uses multi-cultural knowledge to guide students and colleagues or develop rapport.
Directly supports students with specifichealth, behavioural and/or other needs
Provides direct support for specific health,behavioural and/or other needs of student/sin order to enhance the student’s abilityto integrate, improve, be independent andparticipate more fully in the school
Implements behavioural, physiotherapy, and/or occupational therapy programmes as prescribed by specialists.
Responsible for a range of physical careand will be required to ensure the students’ dignity is maintained.
Precision in providing care and safe handlingis required.
If responsible for behavioural needs students,must be constantly monitoring for escalatingbehaviours and diffuse these situations.
Supporting, guiding reo and tikanga
Adapts and prepares te reo Māori resourcesand activities to support programmes.
Uses te reo Māori in daily conversations toprovide assistance or respond to needs.
Supports teachers by guiding students andcolleagues in tikanga on marae and during pōwhiri
Participates in activities that encourage kaitiakitanga.
Supports and encourages the use of te reo in the classroom.
Additional skills at this level may include: active listening, calmness, tact.
Te Ao Māori
Independently delivers ongoingprogrammes with ability to adaptas required
Has a high level of day to day independencewhich includes planning tasks and activitiesand clear accountability for delivering specificprogrammes to agreed standards.
Will involve tailoring, testing, adapting andcreating individual plans and resources withinthe programme.
Provides regular provision of coachingand mentoring, guidance and training toother employees.
Will identify and take action to understandthe causes of students’ emotional states andprovide appropriate support or alert otherswhere escalation is required.
Provides cultural leadership whichrequires specific language skills, knowledgeand expertise.Translates resources and materials intolanguages other than English
Provides translation support for students.
Supports students with complex health,behavioural and/or other needs
Specific expertise requiring activeintervention to support students withadditional needs. These needs include someor all of medical, behavioural, academic,pastoral and personal care. Skills mayinclude learned physiotherapy techniques,proficiency in braille, sign, Makaton, andmedical support e.g. mic-key.
If responsible for behavioural needsstudents, must be constantly vigilantfor escalating behaviours and defusesdifficult situations which may pose risks tothemselves or others e.g.: deescalating toavoid the need for restraint.
Supports a student’s wellbeing by engagingwith family to address identified pastoralissues and enhance the student’s ability toattend school and/or participate. This wouldinclude assisting new migrants with theirtransition into Aotearoa New Zealand cultureand environment.
Speaks and role models te reo
Delivers te reo Māori programmesincluding adapting and preparing resourcesand activities.
Translates resources and learning materialsinto te reo Māori.
Speaks te reo Māori when representing theschool in the community.
Coordinates and delivers kapa haka and/orother Māori arts programmes.
Uses knowledge of students’ backgroundand whānau in order to make connectionsand provide appropriate support.
Works with whānau and kaiako to supportand encourage students’ learning.
Develops and organises or has a major collaboration role in a number of complexactivities or programmes requiring thedevelopment and approval of longerterm plans.
The role de-escalates emotionally chargedsituations and overcomes significant barriersto learning by employing a wide range oftechniques and competencies over time.
The role has permanent supervision of otherTeacher Aides or support staff.
Requires immersion in at least two cultures and provides leadership acrosscultural boundaries.
Provides highly specialised supportfor students with complex health,behavioural and/or other needs
Highly specialised skills are required to provideservices to students with highly complex needs.
In-depth understanding of the students’conditions and capabilities involves theindependent or shared responsibility toamend, adjust or modify the level and type ofsupport in response to progress or change.
Formulates programmes for student/s.
Leads crisis management interventions.
The role de-escalates extreme emotionallycharged situations and overcomes significantbarriers to learning by employing a wide rangeof techniques and competencies over time.
If working with behavioural students will needto be aware and respond to unpredictablebehaviours where there are significant risks ofharm to the student or others.
Provides pastoral support, services or culturalliaison to student families on the school’sbehalf, to enable them to engage witheducation, integrate into the community and/or access appropriate community assistance.
A strong leader and advocate for te reoMāori in the kura and community
Plans, coordinates develops and deliverslearning programmes to support students’achievement in Te Marautanga o Aotearoa.
Teaches subjects from Marau ā-kura in thenational or local curriculum.
Provides expert advice and guidance toteachers on te reo Māori, tikanga and/or howbest to work with Māori students.
Supports Kaiako and works with whānau toaddress serious issues of physical, emotionaland/or mental wellbeing of students.
The role requires a high level of fluency andgood tikanga to apply a broad applicationof te reo Māori skills, customary conceptsand traditions together with the ability tofunction effectively in Māori culture.
Provides leadership in the school and/orcommunity.
Additional skills at this level may include: de-escalating extreme emotionally charged situations, complex planning, leadership.
Further information about the settlement outcomes
Operational guidelines for schools [PDF, 1.7 MB]
Pay rate calculator
(Video) How to evaluate and visualize an internal equity or pay compression issue?
The new pay equity rates
Variation of hours
Professional Learning and Development (PLD)
The Work Matrix
(Video) New Rule: Equality of Outcomes | Real Time with Bill Maher (HBO)